ABC Studio Childcare

What is it like to attend this early years setting?

Children are warmly welcomed into the nursery by friendly and engaging staff. They happily separate from their parents and eagerly start their day. Staff are nurturing and kind, which helps children to feel valued and secure. Children make their own choices about activities that they want to engage in, staying focused as they do so. For example, children show huge amounts of concentration as they carefully choose resources to scoop and pour sand and water in the outdoor kitchen.

Staff have high expectations of children. Children behave well and demonstrate a great deal of kindness. For example, they gently take the inspector's hand as they show her around the setting. Children show a good understanding of how to listen to others and take turns. For instance, during circle time, children choose a friend to pass the 'emotion mirror' to. They carefully listen to each other as they express how they feel at the beginning of the day.

Children have countless opportunities to spend time outside, discovering the natural world around them. They demonstrate strong physical development. For example, older children skilfully use the pedals on bicycles. Younger children carefully navigate the space around them as they push a wheelbarrow along the path. Children show a genuine interest in books. They happily choose books to look at independently and enthusiastically read along when a member of staff reads to them. Parents comment that their children have shown much more interest in books since starting at the setting.

What does the early years setting do well and what does it need to do better?

• The leadership team has a clear vision and shows a great passion in wanting to give children the best start in their learning. Staff are reflective and strive for improvement. They are praised, supported and empowered to continue their own professional development. As a result, staff's morale is high.
• Staff give children's communication and language development a high priority. They model language well. For instance, staff speak clearly to children, ask questions and give them time to respond. Children are strong communicators and are confident to share their ideas and observations. For example, during a creative activity, children share their parents' favourite colours. They gleefully call out, 'Green is my mum's favourite colour.'
• Partnerships with parents are very strong. Parents talk positively about the progress their children make, particularly in their confidence and language development. Parents comment that they feel staff really get to know their child and that there is a 'family' atmosphere throughout the setting. Parents value the daily updates about what their children have been learning and the more in- depth meetings that they have with the team throughout the year.
• Staff plan an exciting and well-thought-out curriculum. They base activities on children's interests and what children need to learn next. Overall, staff plan activities well. However, on some occasions, they do not organise group activities as well. For example, some children have to wait for an extended period of time to have an opportunity to participate. This, at times, can lead to children losing focus and becoming distracted.
• Staff support children to develop healthy lifestyles. All children benefit from regular outdoor play and being physically active. Children confidently collect their drinking cup when they become thirsty throughout the day. They are provided with a good range of healthy and nutritious meals and snacks. Children demonstrate strong self-care skills as they cover their mouths when they cough and get tissues to blow their noses.
• Staff monitor children's development well and have a good understanding of their learning needs. They speak confidently about the progress that children have made and how they will support their next steps in learning. Staff work closely with parents and have developed links with other professionals to help support children with special educational needs and/or disabilities. This helps to provide a consistent approach to children's care and learning. All children make good progress.
• Children are independent and enjoy doing things for themselves. For example, older children carefully put their own wellington boots on before they go outside. Younger children confidently collect their bowl and choose which fruits they would like to eat at snack time.

What the setting must and should do next

The provider should:

• consider how to better organise group activities to help children to remain engaged in their learning.